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AN ESSAY 



ON 



TOGETHER WITH 



SOME OBSERJ^TIOJVS OJ^ TIIE PRESE.%T MODB 

KJfSf 4.- 

OF TEJiCIimG THE ENGLISH LAA^&U.iGE. 



M 



m^ ^^ m,_^^M . D 



Begin uell if you wish to co on ij 




In C07istnicti7ig any Edifice care should be ^^^<^^^^S^ ^ Gooj> 

FOUNDATION. 

Teach a Child to think and give him tvo^rds for his thoughis, and^ 
1/ow will havt inore than half completed his Education. 



f^4»iMHr1Mr^!9BS;^ 



XIARRISBURG: 

Printed by JOfm WYETH. ^^ 
1824. 






P ^' \.. 



THE remarks contained in the foHot^ing sheeti, are in the 
main, an extract from a series Of Essays on Education written 
some years ago, and first published in the Morning Chronicle of 
Baltimore, in the Spring of 1819. 

The request of a number of .ftiends has urged the pubh'cation of 
the present extractin this form. Should it meet a favorable recep- 
tion from the publiej the whole series may probably, at some coavc- 
nient time, ma^ U» appearance. 




>586?^Ks*ii*^ 






PREFACE. 

THE subject of Education has occupied the attention of persona 
of the first genius and acquirements in ancient and modern times. 
It fs a master of such great interest to the community, that too much 
cannot be said about it. 

Among the ancients a scientific education was ardently sought 
after and highly esteemed ; but from the want of the art of print- 
ing, their facilities for obtaining it were very greatly inferior to 
ours. Of these superior advantages we have not yet made a prO" 
per use. 

During the dark ages which succeeded the inroads of the North* 
ern barbarians on the countries of Italy and Greece, we see but 
little attention paid to education, unless in the cloisters. 

A higher value began to be set on learning during the time of 
Leo the Xth at Rome, and under the government of the family of 
the Medici at Florence.— This wliich has been appropriately term- 
ed the era of the revival of learning, produced many eminent 
teachers in Europe. It may however be observed that the mode to 
be pursued in the acquisition of knowledge, did not be#ome a point 
of much written discussion till the time of Montaigne. He maybe 
reckoned among the ^rsi writers on education among the moderns, 
either as to the order of time, or the simplicity of his plan of corns 
municating instruction. 

Since his time he catalogue of writers on this subject basbecoHie 
very extensive, including in it the names of Milton, Locke, North- 
more, Fenelon, Watts, Condillac, Burgh, Knox, Darwin, De Genlis^ 
Rousseau, EJgeworth, H. More, Hamilton, Pestallozzi, &c. &c. 

Of these perhaps Locke, Condillac, De Genlis, Rousseau, Edge- 
worth and Pestallozzi have given us ihe best plans to be pursued in 
a course of teaching. 

The method of .instruction iatroi/UvCil by Pestallozzi a;id known 



IV 

under his name, is without douht the best that has yet been present- 
ed to the world. The most that we know of this system is derived 
from a sketch published in 1808, by J. Neef, who conducted a school 
near Philadelphia on t>iat pi- n. But Neef's system is exceptiona- 
ble in some parts, and from the best information, we can collectj 
differs from that of Pestalloz^i in these exceptionable points. 

The design of the present essay is to exhibit in a concise and 
simple manner, a method of teaching the English language which will 
include in it some of the prominent advantages of the PestalLvzIan 
system. The rational and thhiking plan of Pestallozzi leads us to 
notice the manner in which early education is at present conduct- 
ed. The absurdity of teaching by SpeUing Books is examined in- 
to and exposed ; and 6uch a substitute is offered, as we beheve will 
teach children to think oi what they are reading. A constant refer- 
ence is kept to this useful precept " Teach a child to think and give 
him words for his thoughts ; and you have more than half completed 
bis Education " 

As to the style of this essay it was our intpntion that it should be 
in some measure declamatory. It is designed for the mass of man- 
kind, who will probably rather look at our opinions in such a dress 
than if we had put on more logical piimness. We are conscious 
however of a want of due connexion in some parts of this tract. — 
yor this we shall offer no apology ; but transfer the blame to the 
defective method hi which we were educated, and adduce it as one 
more reason for a radical reform in the present mode of instruction. 

With these remarks we commit our views to the public, believing 
that what is intended for their good, will be noticed by their indul' 
gent attention. 



ESSAY, &c. 



E, 



iDTJCATION, in the general acceptation of the term, signi- 
fies the formation of such habits and the acquisition of such know- 
ledge as may render the subject of it more useful to himself and to 
his fellow beings. It may be divided into physical, intellectual 
and moral. 

Physical education consists in a course of exercises tending to 
invigorate the bodily functions. 

Intellectual education pursues a course of exercises designed to 
devetope the mental faculties, by communicating a knowledge of 
language and fixing a habit of observing and reasoning. 

Moral education institutes a course of investigation into the rela- 
tions in which a human being stands to the DEITY and to his fel- 
low creatures. — It is strictly speaking a branch of intellectual 
education, but is of such great moment as to merit & separate 
division. 

In giving our views on the subject of education we shall confine 
our attention chiefly to our second division. 

Language is indispensably necessary to the prosecution of a course 
of intellectual education. We shall therefore commence our es^ 
aay with a few remarks on the nature of language, and its influ- 
ence in training the mind ; and then add some observations on the 
present mode of teaching the English language in our initiatory 
schools : after which we shall venture to propose a plan which we 
humbly think ^raay possess some advantages over the usual me- 
thod of communicating English instruction. 

Language has been d<jfmed to be a syaten^t of oral or risible signs^ 



2 

by which we communicate our ideas to one another, or as a certain 
metaphysician perhaps more jusily observes, a system of signs by 
which we excite in the mind of the person we address, a train of 
ideas similar to that which is passing in our own minds. 

It is language that forn".s the grand characteristic distinction 
between man and the brute creation. It is ©nly by means of this 
instrument that man is able to improve his condition and become a 
social and civilized being. For we see that the state and progress 
of civilization in any nation is uniformly indicated by the number 
of their terms and the propriety of their application. Indeed, were 
man deprived of the ability to form or use language, he would soon 
be reduced to a condition but little removed from the herding 
brute. Society would become a moral wilderness, as destitute of 
mental fruit as the barren waste is of vegetable productions. We 
should then see that the firmest ties and the strongest bonds of 
the civil compact as well as of the family circle, owe their stability 
and their worth to liie invisible agency of words. Schlegel in his 
history of literatur^ remarks that "there is no impiety in saying 
that it was scarcely in the power of the DEITY to confer on maa 
a more glorious present than language ; by the medium of which 
HE himself is revealed to us, and which at once affords the strong- 
est bond of union, and the best instrument of communication." 
** So inseparable indeed," continues he, " are mind and speech, so 
identically one are thought and language, that although we must 
always hold reason as the greatest characteristic and peculiar at- 
tribute of man ; yet language, when we regard its original object 
and intrinsic dignity is well entitled to be considered as a compO"* 
nent part of the intellectual structure of our being !" 

With respect to the origin of language we need say but little. — > 
It seems to have been the natural result of an exertion of those 
faculties with which man is endowed. The first account we have 
of the application of names, is when GOD caused the various spe- 
cies of the animal creation to come to Adam to see what he would 
call them. There appears in this case to have been no dictation on 
tile part of the DEITY ; for it is expressly stated, that this op- 
portunity was granted to Adam that HE might see what he would 
call them : thus leaving him perfectly at liberty to exercise his own 
powers at making language. 



Here it might be remarked, that this exercise was given to man 
before he had a companion to converse with ; for Eve was not 
yet created. May we not thence infer, that words are useful to 
man, not only as a social being, but also as a solitary individual.— 
This observation, however, has stronger evidence of its truth than 
is afForde'd by this circumstance ; and which we shall notice pre- 
sently. 

Without wasting much time with useless inquiries, whether lan- 
guage in its origin, consisted of monosyllables er polysyllablesy 
or many other equally unimportant investigations, we shall proceed 
to notice the manner in whicll it influences and invigorates the in- 
tellectual faculties. 

The beneficial effects of words on the human understanding, are 
particularly evident in the manner in which they improve the pow- 
ers of attention, memory, judgment and reasoning. 

By attention may be understood that faculty by which the mind 
can direct and confine itself to the consideration ©f an individual 
subject, examine its inherent properties, and trace out all its rela- 
tions with surrounding objects. It is mucii strengthened by ex- 
ercise and is the source of all correct knowledge ; whether that 
be derived immediately through the organs of'sense, or by a reflec- 
tive act of the mind on its previously acquired stores, it may be 
called the vital power of the intellectual functions, the main sprirjjr 
of the machinery of the mind. Whatever therefore in a system of 
education tends to debilitate this principle must of necessity enfee- 
ble all the other mental powers and their operations. In the same 
proportion as we possess a vigorous command of this faculty so 
will our perceptions be clear and our observations accurate. Its 
perfection consists in the ability to fix it steadily on any point of 
enquiry. It is imperfect of course in proportion as it is unsteady ; 
and we may add, that there is nothing which is a greater barrier 
to our progress in knowledge than an incessant diversion of our at- 
tention from one object to another. Of this we have a very strik- 
ing example in the case of a child before it can speak, or understand 
rightly what is said to it. Its attention is ever veering, and its 
knowledge is then extremely limited. But so soon as it is able to 
use words, it acquires such a fixity of attention to its own ideas, and 
the objects represented by words, that it astonishe.'s us with the im- 



laense acquisitions it makes, during the first year after it begins to 
talk. 

Words oblige the niinil to fix itself and to proceed more regular- 
ly and more slowly, than it piSBsibly could without them ; and this 
regularity and slo'vness ensure the speediest progress. Ijanguage 
in this sense may be called a bridle to the roving mind ; and it is oa 
this account that words may be useful to man as a solitary being as 
well as a member of society. By these two or three remarks, we 
are enabled, without further comment, to perceive the mode in 
which the use of words trains the faculty of attention. 

Before noticing the influence of language on the memory, we 
wjdl define it to be that power of the mind by which we are ca- 
pable of retaining our perceptions, or of resuscitating them at will. 
This faculty is stronger or weaker in proportion as it is capable of 
bringii>g forward many or few ideas, or as these are corrector in- 
correct, distinct or confused. It is dependent on the power of at- 
tention as well for its accuracy as for its vigor. 

The memory can be improved to an astonishing extent, and this 
chiefly by the effect which repetition has in commanding renew- 
ed attention to the same ideas, and thus making a more perma- 
nent impression. Here words begin to assume their true oflice, 
and become in reality the instruments by which the mind carries 
on its thinking process. We would not, with some metaphysicians, 
go so far as to say, that we cannot think without words ; but we 
feel ourselves authorized in asserting, that they are the memoran- 
dums of our ideas, and are absolutely necessary to us for retaining 
the greater portion of our thoughts. By means of language, we can 
tie down to a word, an idea, which can at any time be recalled, and 
which otherwise would be as evanescent as our breath. — How 
many ideas lie dormant in the mind until brought into active exis- 
tence by words I — A traveller may pass through a country abound- 
ing with all the beauties of nature and art, and yet find that his 
reminiscences are very faint until he has clothed them in language. 
Immediately they assume a permanence of which he was not before 
aware ! How frequently does the poet in describing the most familiar 
scenes in the natural or moral world, please and surprise us by sim- 
ply individualizing and identifying all our previous ideas by words ? 
It cannot be said that he givos us a single new imagCj but he real?:' 



s 

presents us with another sight of the same ptoasing objects. The 
atteniion is again directed to them, and tha remembrance of them 
becomes more perfect and agreeable. 

By judgment, we mean that faculty by which we perceive the 
resemblances and differences among our thoughts. — In order to 
judge rightly of things which are subjected to our senses we need 
only possess a proper command of attention. But to form correct 
judgments on subjects which are not under our immediate observa- 
tion, we need accuracy of memory as well as fixity of attention. 
Here is seen the great value of these two fundamental faculties of 
the mind. We have already seen that they are very much im- 
proved by language, and it may be inferred that our judgment is 
necessarily improved by the same means. Words being the repre- 
sentatives of our ideas, precision and propriety in the use of tbeni 
must of course imply a similar precision and discrimination among 
our thoughts. Therefore an attention to the true meaning of our 
terms must tend to improve our judgment. In examining, for in-- 
stance, the difference or similarity of signification of two words, we 
are obliged to attach certain ideas to the one and separate certaio 
ideas from the other. This is then an exercise of judgment impli- 
'■ating both attention and inemory. Thus language, as we advance 
in a knowledge of it, affords one of the best means of strengthening 
this valuable power of the human understanding The judgment 
is one of the first best gifts of l)eaven to man. It f >rms the various 
links of which reasoning is the chain — a chain, which, considered 
either as a whole or in its various parts, owes its strength to the 
mysterious agenry of words. Reasoning may be said to be a train of 
judgments ; the subsequent ones depending on their antecedents for 
their correctness and value. What was true in speaking of the 
judgment will hold, good with regard to reasoning. The capability 
to reason wfcjl must depend on the number and accuracy of the dis- 
criminations we make among our ideas. Precision then in the de- 
finition of our terms is a necessary pre-requisite to good reasoning. 
This is exemj>lified in the correctness of mathematical reasonings. 
Here every word has a dei:nite meaning, and by tisis means prevei^ts 
misapprehension or prevarication. — In speakirv; on tite subject of 
precision in the use of words, Condillac goes so far as to say, that a 

correct language and good reasoning are inseparably connected. A 

B 



6 • 

proper study of language, therefore, by leading us to examine into 
the true meaning and liglit applifation of terms, will furnish a fund, 
from which we may draw, as occasion may require, for conducting 
all the various investigations in which we may be engaged. 

It may be objected to our setting so high a value on words as an 
aid to the rational f. culty, that we meet with a great many instances 
of persons, who are very full of words, and are at the same time mise- 
rable reasoners. This objection is more specious than solid ; for 
when Ave exanjine into the minds of this class of persons, we find 
that they ought rather to be considered as possessing great volubil- 
ity, than as having a competent stock of worded ideas. Their words 
are used in a confused manner without being distinctly limited in 
their signification. This is a consequence of a defect in their edu- 
cation, in which the faculty of attention has never been properly 
trained ; but has been left the fettered slave of a frolicsome imagi- 
nation We think we are now justified in concluding, that all the 
powers of the mind are very much improved by the influence of cor- 
rect language. That the attention becomes more capable of fixing 
itself, that the memory, as a matter of course, is rendered stronger 
and more retentive ; that the judgment and rational faculty are all 
invigorated by the use of precise and well defined terms. 

Having thus briefly and imperfectly stated the manner in which 
we conceive that words strengthen the human understanding, we 
shall next proceed to make a few observations on the different spe- 
cies of language, and then hasten to the practical part of our 
essay. 

One division of language may be into oral and written, and ano- 
ther into common language and terminology, or the terms employed 
in the arrangements and reasonings of the different sciences. 

Oral language is of every day use and indispensable to man as a 
social being. By its means the infant mind is first trained to order 
and thinking. It is peculiarly adapted to early education ; and 
children until they are six years of age, should be taught entirely by 
oral instruction. 

But, however valuable oral language may be, we find that na- 
tions vvho have gone no farther than the use oi audible signs of their 
ideas, Jiave nevei: made any great advances in civilization. Heno 



the art of representing our thoughts by visible signs may indeed be 
called " the greatest and most important discovery of human in- 
;;onuity." The art of writing has this great advantage over oral 
language, that it is not confined bytime nor space. By its instrur 
mentality Moses and David, Newton and Locke, though dead, can 
yet speak, and improve and refine our souls by their sublime views 
of the moral, the physical or the intellectual world. Through its 
means we can concentrate into the narrow compass of, a library all 
the accumulated wisdom of ages, and hold sweet converse with* 
the departed worthies of consecrated antiquity.— -Oral language 
serves the present purpose and the present time, and peinshes in the 
using : But written language gives to the " airj beings of our 
minds not only a name but a local habitation." But we will turn 
these remarks to practical account by observing, that the acquisition 
of the habit of committing our thoughts to paper must then be 3 
matter of the greatest importance to civilized man, and ought to be 
the paramount object of a school education. The pen has still a 
greater tendency to regulate the mental powers tlian oral language^ 
by the slowness and order whicli it obliges us to pursue in combin-' 
ing our ideas. Our judgments are the result of a longer attention 
to the objects under consideration, and consequently will be more 
likely to be true. Beside the regularity which the practice of 
composition introduces into the mind, there is an additional reason 
for making it an early part of a scholastic course ; and that is, if it 
is not commenced beiorethe age of twelve orfifteenit will be muck 
more difficult to acquire the art of penning our thoughts afterwards^ 
The reason of this will be obvious when we reHect that no two ac- 
tions can be performed at one and the same time, unless they have 
been long rendered easy by previously established habit. — The hab- 
it of thinking and speaking at once, commences in the first efforts of 
the little prattler to lisp his words : But the habit of thinking and, 
writing at the same time, is acquired by very few indeed, so as to 
be performed with facility and freedom from constraint. This ob- 
tains so generally, only because children are not early taught to put 
their ideas on paper, so as to think as well with their pens as with 
their tongues ; and in after life they are scavcely evpr able to form 
the habit. 



8* 



%.- 



We bdvc known persons who Cou W dictate a letter to another with 
ease, but the niomciit they Avouid 'attempt to associate the molion of 
their pens with the process of their thovghls, all their arrangements 
became confused, and' they were incapable of effecting their inten- 
tions at all to their satisfaction. 

Mav we not hence explain how it has happened, that many men 
of great natural genius, and inventive-powers, have not left behind 
them any written traces of their superiority to the coir.mon herd of 
mankind. They may have laboured under the magic spell of this 
mysterious embarrassment. We also frequently see a man, who in 
the pulpit, or at the bar, shall bear his willing hearers' souls along 
with him ; ivho shall please, as well by the propriety of his arrange- 
ment, as hy the elegance of his diction and the sublimity of his fig- 
ures ; and yet this man shall not be able to pen any one of his fino 
orations so as to please, either himself or his most flattering admi- 
rers.— Viewed in the light in which these circumstances place it, 
the practice of composition, as a school exercise, assumes an impor- 
tance, which makes it rank highest on the scale of the habits acquir- 
ed under an instructor.— But to proceed. 

Our other division of languge was into common and technical By 
the common language may be understood the words in daily use on 
the tnisceltaneous topics which occupy thf^ attention of mankind. 
This portion of language is most used, and therefore most necessary; 
but its frequent use does not invalidate the high estimate we shoidd 
get on terminology, or the nomenclatures adopted in the various sci- 
ences. Terminology has been the result of the advance of science 
from vagueness to accuracy, and from the poverty of its infancy to 
the riches and abundance of its mature age It is the hond Tvhich 
givf s scientific research its stability and consistency, and preserves 
in their proper places the various additions of successive ages. 

With respect to technical language we have considerable advan- 
tage over the ancients. Ours is more definite as well as more ex- 
tensive, and is rapidly progressing in its growth. To keep up with 
the progress of science we must know its terms. Since h is fortu- 
nately becoming fashionable to make science triovtary to the coift- 
fort of common life and the happiness of mankin J, we are decidedly 
of opinion, that termjnolo^y should be as generally taught as common 



iaiiguage. This would afford a key to the youthful mind by which 
it miijht have access to the varied stores of knowledge.* 

We next como to treat of the causes which l-.ave retarded intel- 
lectual improvement, u,nd to notice the means that might be substi- 
tuted in order to advance the art of education to its proper dignity, 
as tiie most noble of al! human professions. I We might enumerate 
a greaj, many defects and evils existing in the common mode of 
teaching; among which a-e the number of classes learning differ- 
ent thing's, the long and debilitating confinement of the scholars dur- 



* Oil the subject ol" terminolog'y our Eni;UsIi dictionaries are extremeU 
defeclive. We sliall in vain look even ii Johnson's quarto work for some 
of i!ie most common scientific terms, used mi the improved state oF modern 
science. The reason usually offered by lexict.grapbers for not insertjug- tecli^ 
nical terms is, that the nomcochvtnres of some of tlie sciences are liable to 
frequent chani<'es,andong-hi ihereti:)ie (sav they) not to be adopted as a le- 
g'itnnate porLien of" our lani;'ua;.;"e. We admit tiiat nomenclatuies are varia- 
able; bui oupflit we oat to fiavp them ex))lained in our diciionarics., at least 
so lanj^ as we make use of tliem incur scieiuific and tliiscellancous publica- 
tions. If they should not be taken into the body of the work, they miirht 
be attached by way of an appendix to the end of our dictionaries. Disap- 
pointment and chaj^rin will attend the sea.rch of a pupil in looking- for tlie 
meanin.ir of our elegant ci.emical terms in our larg-est dictionaries; and 
thousands of words, though tliey have been in use for near a century in tlie 
various branches of natural history, are not to be met with, unless we look for 
them in glossaries appropriated to geoiopfy, mincialog-y, botnnv, and anima- 
ted nature. Webster's compendioi.s dictionary is in a great measure an ex- 
ception to this censure ; but it is too small to be sat is facto rv ; still, small 
as it is, it contains more words and better definitions than "any dictionary 
yet published. — An ext nsive and complete dictionary of the Eng-lisli lan- 
guaic,e is still a desideratum. Ji is to be hoped that Mr. Webster wjU 
sh^Jrvly give to the world his long promised work to fill up the unoccuniea 
space in English literature. 

• f The profession of teaching-, next to the ministry, is daubtless the most 
nobie and respectable of all the professions. Rut in the present day it 
has beco.me very much degraded through tlie ignorance and parsimony of 
the communiiy. Men of talents are not inclined o remain in ihe employ- 
ment of teacliing tiian circumstances may require it. Sufficient encour- 
agement is not jjiyen to retain them, and as numerous situations of a more 
lucrative kind otter themselves, they will abandon this occupation for one 
intrinsically less respectable. — Their place must then be supplied by inex- 
perieneed and ignorant persons, wiio have perhaps no better reason to give 
for offering themselves as instructors of youth, than that they are disabled 
from foUo-idng- any other trade for a }iviiir>; Tliey are accepted and enifloy- 
ed, and of this class we find a great number of the teachers of our country- 
schools ; and these have degraded the profession in many parts of our coun- 
try to that ne^flfn« state which is worse than nothing. Their motives in 
wishing to support themselves by their own industry are certainly laudable : 
but would it not be the interest of the public rather to pay them for not 
teachi'ig, or support them in some other way, than to ha e the intellects of 
our children seriously injureU, if not entirely ruined, by their vnski'fu'- 
though tvell intended encieavozirs to instruct them. 



10 

ing the day, the teaching subjects incomprehensible to their minds, 
&c. Sec. &.C. But the evil of greatest magnitude, in our opinion, is 
(he defective nianna' in which the English language is tavght. 

Our lanf,uage is generally taught in such a way as to establish a 
habit of reading xcithoid ihinking, when lliis habit is confirmed 
(wFiicli is very soon the case) the pupil will pass his eyes over and 
pronounce a number of paragraphs in a book, without there being 
awakened in his mind o'lie idea In a hundred intended to be convey- 
ed by the words. That this is the fact every person of the least re- 
flection must acknowledge. — The question then only remains, hoio 
is this monstrous and r^ernicious habit acquired ? a question of such 
weight as to merit a serious consideration. 

At the threshold of our answer to this enquiry, we shall lay it 
down as an axiom, that all our permanent habits whether intellectual 
or moral y owe their origin to our early impressions and exercises. — 
This is a standard truth, and admonislies us to be careful to begin 
well if Ave wish to go on well. " Train up a child" said a wise 
man "■ in the way he should go, and when he is old he will not de- 
part from it." — Of allour scliools those for small children should be 
conducted by the most competent teachers ; who should be gener- 
ously encouraged and handsomely remunerated. This however is 
far from being the case ; and the present mode of domestic educa- 
tion, either in a moral or intellectual point of vieiv, is also very de- 
fective, and forms a miserable introduction to the scholastic course. 
Much of this is at present unavoidable, since many parents are un- 
fortunately ignorant of every parental duty, but that of feeding and 
clothing their children. Should not such parents live under a gov- 
ernment controlled by the laws of Lycurgus, and deliver up their 
offspring to be brought up by its parental hand .''* But to return to 
our question. 



* Thougliout the world we too generally find poverty connected with the 
most debasing ignorance. In very fe •^ couniries indeed, do we observe the 
lovverorders of society, raised many degrees above tlie level of ll>e savage 
ni intellectual cuitivaUon. Scotland, the north of Ireland, the New Eng- 
land states, the state of New York, and some other portions of our country 
can boast of the greatest efforts tovvrards the instruction of the poor. More 
recently than the th-ee first mentioned, England, the principalities of Ger- 
many, Switzerland, Russia and France, have made some exertions toward 
the same object. The vast advantages, which arise from having the lower 
classes well educated, may be seen by adverting to any of those couniries 
\v here they arc furnished with even a, moderate share of information. The 



n 

Let us notice what Is ilone in the initiatory course of a child just 
transferred fioai the company of an ignorant nurse to the care of 
an Abecedarian. — We find him put into a spelling book ! ! yee, we 
repeat it with regret, he is init into a spelling book .' ! O ! tell it 
not to posterity ! pubiisli it not to future generations, lest they ex- 
press an irreverent smile at the ignorance of their ancestors for us- 

benefiis tliat have I'esulted from the partial and insulated influence oP Lan- 
casterian and Sunday bchouls, must strike every statesman and t'rieiid of 
mankind with the most pleasing' eniDtions, and force conviction on the !Tiind;3 
of the most obstinate of the necessity oftducatmg all the pour on u liberal 
scale. « 

What an immense quantum of intellect lies dormant, or is brought into 
exercise, only to be a curse to socieiy, merely trom the want of tllo^e facili- 
ties ot instruction which should be afforded to the indigent ! The children 
oftliepoor grow up in idleness and vice, because their parents can find nc. 
employment for them until they are twelve or fourteen years ot age. By 
this time tlieir moral and intellectual habits are pretty well formed, and it 
is nothing- but some peruliir cu-cumstances, m which some may be placed 
that Will ever make them jj od citizens. It is, painful to reflect, how great 
a loss the public sustains from tins cause. — What happy consequences would 
ensue from giving a proper direction to all the mental energies ot these 
childien ! 

It may be said that provision is made in tliis state (Pennsylvania) for 
their education. Tliis is done to a certain extent; but liie provision be- 
comes inefficient thrdugh some circumstances attending it. Many persons 
\vlio are too poor to send their cliildren to school, will not give them in to 
the assessor to be put on thi' poor list. This is perhaps an improper priilc ; 
but as we see most men acluaicd more by their moral feelings tiiau sober 
reason, so we s^e in this case, that parents will delraud tlitir children of 
learning, and the com.munity of well iiiibinied citizens, from a fear of feel- 
ing more acutely their degraded condition. Poverty is tooiriuch a disgrace, 
and the reproach of being a charity scholar is severely felt by the cliililren, 
and will easily make them and their parents forego all the advantages ot" 
educaliiiji, when purcliased at tlie expense of honorable feeling. 

Some other regulation would ajipear llitu to be necessary in order to 
accomplisli tiie instruction of every poor child. This could best be done 
by laying a scliool tax so as to create a fund for the payment of teacfjing. 
Teachers should receive nothing for their services from the parents of chil- 
dren. The ricii and the poor would then be on equal footing, with respeci: 
to education ; and the latter ougiil by all means to be as uell educated as 
the former. It is a duty which the government o^^ es to them ; and the 
performance of that duty would be repaid by tenfbhl interest. There 
would be more saved to the public in the diminution of criminal prosecu- 
tions tlian would educate every indigent child in the state. Along with this 
our lives and property would be m ire secure, and we should have, besides, 
an accession to the number of good and entiglitened members of society. — 
The recorjLs of the Lanca.^teriau and Sunday schools furnish scarcely any 
instances of children wlio have been brought up under their care, ever hav- 
ing been charged as criminals before a court of justice. This fact then 
sliould urge every legislature to exert their power in establishing a regu- 
lar and general system of education. The results that would *bllow a mea- 
sure of this kind in tlie next thirty years, v.'ould be sucli as to rejoice t!:e 
heart of every pluh'nihropist. 



w^ so irrational a means of " teaching the young idea how to 
shoot." — And what is a speUing book ? A spelling book may be 
«lefined to be a work designed to teach children the viable represen- 
tation of all the words constituting our oral language, without tlie 
least regard to the ideas intended to be associated with these visihk 
signs. In this book children are kept for a year or more, spelling 
thotjsdnds of words (if we dare call that a luord which is not under- 
stood) which they never heard of before. A continuance of these ex- 
ercises renders their powers of attention, association and memo- 
ry so torpid, that they will spell even the jnost familiar combina- 
tions of letters, such as cat, dog, eake, and not iliinh of either a cat, 
a d')g, or a cake. 

If it is a true maxim that ail knowledge must consist of ideas ; and 
that unless we convey ideas we communicate no knowledge 5 what 
can be said of a plan of teaching that makes no higher pretensions' 
than that it teaches the shape and colour of letters ; that supplies 
no other ideas tb.an the black marks of the printer's ink.* The 
combin;itions of these letters are as perfect mysteries to the child 
as were the secret symbols of the Egyptian hieroglyphics to the 
^^ profane vulgar.^^ We arc sorry that this is almost universally 
true, and we blush^ when we behold the degraded stupefaction su- 
perinduced on all the mental faculties by this absurd mode of teach- 
ing. Were St, Paul living, we feel assured, that he would unite 
with us in opposing such a system of instruction, for he says, " I 
would rather speak five words with^lhe understanding than ten thou- 
sand in an unknown tongue." 

After the spelling" course come the reading exercises, and here 



* The dlfTeience between cral and printed oi" viriuen langunge is so great 
H? to constUiile them two distinct lang-uages. I'ije one nsay be called tbe 
language of the ere, the olhcf the language of the cat-. 'l~In.sc l%vj should 
be so completely united in one act, tliat I he sound or o?'rtZ word shall bfinii^ 
before the imag'ination tiie written or printed word ; and also the idea for 
wliich both the oraV and -oiitten wwnls stand ; and so vice vcsa. Unless this 
point is attended to in the iiist lessons g-iven to a child, as well as through 
?. whole course of teaching', obscurity will only become more obscure. In 
ihe spelline^ book this principle is not acted on, and consequently everlast- 
ing- clouds and darkness hang over the minds of children. So much atten- 
tion is requisite to name the iridividual letters in a word, (commonly called 
spelling') that llie ciiild is unable to recal to mind Xhc meaning conveyed by 
\\\e sound f^\' ^^u^se letters. And at this bu-jiness of spelling, the poor crea- 
ture is kept so long, tha' habit may forever afterv.-ards prevent hio mind froai 
taking a raticiiid course^ 



15 

we see the bad consequences of previous hahits. The child read* 
like i stupid automaton, the tnitid having no other concern ia tlie 
affair than to direct the vocal organs in the enunciation of a se- 
ries of sounds. Even when tlie lesson is on a level with the capa- 
city of the child, it will require the most laborious and incessant reit- 
eration to confine his attention to the connection of thought. But 
what are we to expect, when his lessons are above the level of his 
mind? — nothing but that dulness should become more dull. It is un- 
fortunately true that most reading hooks for children are of this 
cast, and fit only for a mature mind to comprehend. What an ab- 
surdity 'to set a child of seven or eiglit years of age to I'eading ex- 
tracts from the elaborate essays of Johnson, Addison, Blair, Sic 
By this practice the habit of reading without thinking, will be last- 
ingly rivetted.* 

Some accidental circumstances not unfrequently occur whicli 
may tend to rouse a scholar fi'om the mental torpor induced by this 
course of instruction. He may in after life get into some active 
situation, which will force him to bend his attention to the meaning 

* riie selections of reading lessons in general use, are not suited to the 
capaci. les )f cliiidren under tiij age of Uvetve or fourteen years. BoLn -he 
subjects and vlie language are muc.i above their compreliension. Murray's 
reading books indicate mucli laste and piety in ti^e ciioice of the lessons ; 
bui they are no more calculated for the comprehension of children, (a-i tliey 
are at present taug'nt) than the armour of Saul vvas for the stripli. g David. — 
Mr. Murray has done muc:> for the youth of our tmie, and deserves their 
warmest thanks ; but Ins readuig selection , are, to use a cant plirase, too 
^ood <'ov c\n\ he I. The reading lessons in liis spelling book are an excep- 
tion to t'lis remark. There is aone of his \v rks, m which he has displayed 
more judgment than in the composition and ch'ice of the reading exercises 
in tha* little work. I'hey are excellent hoMi in maiter and manner. 

But tliere is no school book tnu' forms a gradation between those les- 
sons and the elevated range f>f his other reading books. 'I'he works o' Mrs. 
Barbauld, Mrs. rrimmer, Dr Aikm and Miss Edge vort'i, m.giit prob .hly 
fill up the ctiasm. Tuey have all le iraed to think like children, but, trxcept- 
ing Mrs. Barbuuld, not yet to speak and write in ihe style of children.— 
Their style for tlie most part vershoots the limits of a cluid's vocabulary. 

Mr. Murray's spelling book is tlie only one that has the semblance of be- 
ing (fe«i'^?ie</ for children. Il IS surprising that he did not see the ahsu dity 
of introducing 4;/)e//i/(^- lessons, without intending ti-e woids con ained in 
them to be defined and explained by the teacher. Had he adop;. d an ar- 
rangement suited to this end, und extended his series of interesting rt-uUr/g 
lessons, he would uav- inir_)iiuced a new era in the art of teachijig, Sucli »' 
work is at present « desideratum, 





14 

of words. H« may be obliged to hold mercantile or other correa- 
pondence with several persons. This will bring him to think with 
his pen, and lead liis mind to know the force of words. The mo8t 
•happy remedy however for his disease that he can meet with, is to 
be put to the study of some foreign language. This will oblige him 
to unite reading and thinking, more especially if he makes wr'dien 
translations. It is on this account chiefly, that the study of the 
Latin language is of such great use. Indeed so long as spelling 
books form the first step in our instructions, we conceive the study 
of some foreign language to be quite indispensable ; and the Latia 
is perhaps better calculated than any other, for commanding the 
sluggish attention of victiais to the spelling book system.* 

But should the scholar not meet with these advantages, and grow 
to manhood with his load of evil habits pressing him, he will ex- 
hibit one of the thousand instances that surround us, of a man 
whose mind is quite unfledged ; who has a distaste for every intel- 
lectual enjoyment j to whom a book is an annoyance, because the 
eyes of his mind were rendered blind by looking at signs instead of 
seeing tlie things signified ; who when he reads, cannot infuse into 
hia enunciation the soul and tone of a thinking being, but, pardon 
the expressi«B reader, effects little more than the humdrum mono- 
tony of a hand-organ. 

We hope we may now be permitted to conclude that the usual 
plan of teaching to read without thought, has its origin in the use of 
the spelling book ; and that this is the greatest barrier now existing to 
intelleciual improvement : That " the great reason," as a sensible, 
though sarcastic writer (Neef ) observes, " why men in general are 
BO ignorant, is, that they were taught by this mechanical method," 
a (nethod, we would add, which like the destructive mildew has 
blasted the just unfolding germs of many a rising genius. 



• But if a youth is put at the study of Latin, a great deal of time wiil 
Still be lost : First, on account of his previous habits of inattention ; and 
serondly, from his ignorance of his own.language : for when he shall look 
fo' a word in his Latin dictionary, lie will often find it explained by English 
Words, which are as little understood by him as the Latin was. This proves 
a source of (iiscourti^cment to him, and tends very much to retard his pm- 
grcag. 



15 

A question of the following kind may now be stai'ited, *' If the 
spelling book be given up, what is then to be done ?" The answer 
i3 simply this, that a method of teaching should be introduced, which 
possessing none of the disadvantages animadverted on, includes ia 
itself the means of improving all the faculties of the human under" 
standing. The outlines of such a method we shall make a feeble 
effort to pourtray. 

Domestic or preparatory education should as before stated, be 
conducted by oral instruction. The innocent inmate of the nursery 
should not be harrassed with a horn book, by which to learn his 
alphabet. Rather let his attention be fixed on objects that tneet hla 
senses ; let him be taught the seosible properties of things that en- 
gage his attention. This will give him an intellectual hold on the 
surrounding universe, and his mind, by employing the lever of lan- 
guage will daily gain new strength Let him be taught the names 
of 'aW the parts of an individual object, and as much as possible its 
history and the uses to which it may be applied. 

But his knowledge should for some time be confined chiefly to 
notices derived directly through his sensations, which mayJbe de- 
nominated positive knov/ledge ; and let his knowledge of relations 
as well as abstract ideas be left untouched until he shall be able to 
apprehend them. The reason why relative knowledge should be 
left to succeed positive, is that the former is dependent on the latter; 
for the knowledge of relations cannot be acquired until the know- 
ledge of objects is familiar. Besides a knowledge of the sensible 
properties of things may be acquired as readily at the age of five 
years as at any future period. 

By pursuing a course of this kind, a child would possess qualifica- 
tions for entering school at the age of six or seven years, of a very 
different character from what we generally meet with. He would 
have been taught to think and to bind his volatile ideas to appro- 
priate words. His subsequent progress would be rapid and agree^-^ 
able. 

Such a method is not so difficult to put into effectual operaiioE 
as some may think : for it could be pursued by any mother of goot' 



16 • 

common sense. There is no reason io g6 far for subjects. A chair, 
or a table, a peach or an apple, a cup or a saucer, a bean or a peb- 
ble, would form ample subjects to interest and instruct a child of 
four years of age.* But lest all this nftiy be considered a digression 

* When we reflect oo t!*e condition of wimen and their relation to society, 
we cannot help perceiving the immense influence they possess and exert in 
all civilized nations. " Men make laws, but women make manners," has 
long' ago biicome an adage ; and if it is true that laws are ineffectual, where 
tlie manners and cusioms of a people are opposed to them, we ohall see the 
high value we should set on female education. We feel no hesitation in 
hazarding the opinion, thai, of all human beings, the female sex ought to be 
the best educated. 'J'his would secure the moralsof society and ensure a race 
of enlightened and virtuous citizens. 

The first years of children are spent under the eye and in the company of 
their mothers. Boys until they are ten or twelve years old, and girls until 
they marry, may be said to be under the management of their motliers.— • 
liow neces.^aiy i; it therefore that the minds ofworr.cn should be v.eU culti- 
vated ; especially when we recollect that early impressions and habits, 
wiiether moral or intellectual are hardly ever eflViced. If mothers are wise 
^nd prudent, their chlldrenwlll in general be the same. It has been remark- 
ed by persons of the greatest observation, that most men who have been 
eminent for learning and piety have owed the germs of that eminence to their 
inothers. Jllen are btit chilchen of a larger groiuth, and our dispositions 
and habits in after life are nothing more than the developemcnt of those 
principles which were imbibed during pur tender years. How important 
vhat these should be correct ! With these observations as general points, vvc 
will notice some of the branches of study that might employ the attention 
of females. 

An acctu-ate knowledge of their own language, ought to be an object of 
primary attention in the instruction of females. By tliis we are far Irom 
STieanmg ihe mere mechumcal knowledge ufthe principles of grammar and 
their application; but a thorovgh knowledge of the meaning of every English 
M'ord, and a critical acquaintance with the shades ofdilfercncein thesignifica- 
tionof ouf synon5'mous terms. To this sliould be added the ability, from fre- 
qacnt exercise, of espressing themselves well in written composition. They 
should also be well acquainted with the principles of arithmetic on Pestal- 
lo^zi's simple and excellent plan. This would enable them to teach theif 
jchildren, with very little trouble all the principal doctrines of numbers. 

Na'ural history in its most extensive sense, will form a very useful and in. 
Struclive b.-anch o.^fem,ale study. Geography and general history .ire also 
very necessary. Natural philosophy and chemistry, should claim a share of 
attention. They would furnish many subjects of reflection, and cultivate 
the reasoning powers. But above all the doctrines of morals as examined 
jn works on natural tlieology and moral philosophy, and displayed In the 
sacred scriptures, should constitute the points of the most careful investiga- 
tion. With these should be connected the evidences of the truth of the 
phristian religion. 

As to a knowledge of other languages than their own, we are not of the 
opinion of Milionj that " one tongue is enough for a -vomau ,•" but we tliinfc 
where there is time, the acquisition of some foreign language may be very 
useful. It will extend the field of knowledge and give variety to tiie object^ 
gi" enquiry. The French and Latin would answer this purpose best. 



instead ©f an introduction to our school course, we will proceed to 
that part of our essay. 

A school on our plan should have only one class 
to each teacher, and the pupih in each class should be a? 



With reg^aid to {geometry and practical mathematics, we think, young 
ladies ought at hast la be -well acquainted with Euclid's elements and arith- 
metic. Thev should stuti) Euclid's elements, not as some might suppose, 
for tlie purpose of ostenfation ; but for the same reason that Locke would 
have young" gentlemen to study them, namely " for the purpose of making 
them raiional beings." No person ever went tivroiigh Euclid understand- 
ingly, who did no^ become a better reasoner by' it. We would therefore 
g'ive a young lady a knowledge of geometry, because it will be useful to her^ 
though nobody should ever know her to be a Euclidian, 

Let us now examine some of the uses to which women could apply such a 
stock of acquiiemen s as the preceding. OmiUipgthementionof the numerous 
benefits de ived to themselves from the possession of a well cultivated mind, 
we would notice more particularly the advantages that society would de- 
riv;e from them. 

A proper pl.an of domestic education might then be instituted and put 
into practice. Children could be taught by their mothers at the r.ate of one 
or two hours a day, tiuice as much as they learn at our common schools. — 
The demoralizing influence of associating with the promiscuous groups of 
our common schools, might thus be obviated. 

This is an evil which has been observed by most parents that are solici- 
tous for the welfare of their children. Here the innocent and the good are 
mixed with those v/ho are already acquainted with the vices of the world. 
The spelling and other books used at school can afford them littleor noenle; ■ 
tainment, because they are not understood. The conversation of their j)!ay- 
mates becomes therefore, the centre of attraction, to whicii ail ihc.r feelings 
tend. And this conversation is not of a cast that will improve thu-ir morals 
or their understanding. — The word that dismisses school is themosi grate- 
ful sound that meets the scholars ears; and the call to their books is disa- 
greeable to .all, and so disgusting to some, that they will even risk the con- 
sequences of playing truant, to avoid learning what they do not tinderstand 
and v.hat consequently cannot interest tliem. If their books were under- 
stood by them, reading woidd in most instances be preferred to bad corapa- 
ny. Rut on the present mode of learning nothing but words without mean- 
ings, it is scarcely possible for a child to love to go to school. Indeed, we 
might very reasonably express our wonder if we saw it otherwise. Hence it 
also happens, that, to command attention, teachers must have recourse to 
so many modes of punishment which might have been prevented, by avoid- 
ing the cause. 

Should female education once be put upon a liberal footing, thewhole face 
of society would be greatly changed for the better in the cour.se of the next 
fifty years. Women would then delight in " teaching the young idea how- 
to shoot ;" and the expense of most of our common schools might be saved, 
Our ladies would then be capable at a small expenditure of time to qualify 
their sons for the lower classes of our academies and colleges ; and to give 
lo their daughters all the qualifications requisite fo? making them as useful 
;p their turn as their mothers have been. 



i3 • 

nearly as possible of one age.* They sliould all be employed at 
the same time at one and the same course of studies. They sh.'uld 
not be confined in school so long at any troie, as to fatigue their at- 
tention. Whenever real listlessness would appear they should havc 
an intermission to be occupied in some way that might interest 
them. Our c/«c/object for the first two er three years would be 
the acquisition ofthe English language and tiie art of expressing 
ourselves in wrilien composition. Other subjects should be pursued 
collaterally, such as arithmetic on Pestallozzi's plan, the nomen- 
clature and simplest reasonings of geometry, &.c. &.c. But the 

"' To accomplish this object would be difficult In country places, but might 
!)e effected in to'.vns and boarding' establishments. '1 he advantages would 
be very great. 

Tile time that is wasted, ar.d v.'orse than washed in our comnion schools, is 
nlways in the ratio of the number of classes to one teaclier. Say lor instance, 
That there are six classes in a school, v/hich is held during six hours ofthe 
■iay. Every child can then only receive one sixth part of the teacher's atten- 
tion, that is to say one hour per day. The rest of his tmie he is either idle, 
or learning- erroneously by himself ; or else v/orse than idle, promoting mis- 
chief.among his companions. This is a correct statement of facts as they 
esist; and the consequences can he told by every thinking mind. 

By the arrangement of one class to each teacher the whole six hours could 
be usefully occupied in acquiring krowledge. Certain intervals should be 
allowed for recreation; as it is impossible for a child to be long confined 
vithout injuring its 'mind and body. Dulness and ill health are both con- 
comitants of the long confmement prevalent in our schools. .Mens sana in 
cevpore sa::o, (i sound rnind in a sound body,) is a maxim as true as it is an- 
cient, and enforces on us the iuiportancc of attention to the health of children 
during their scliool course. The lessons should therefore continue for the 
apace of an hour or more ; and then an intermission of half an hour or less 
Tnight be allowed for useful and scientific recreation. After this relasatiou 
the pupils would return to their studies witii renewed -delight ; and thus 
i-.o circumstances v/ouM exist tending to induce cither bodily or mentsl 
debility. 

A method might be likewise devised by which our country Echools could 
approximate tliis arrangement, by adopting somethinglike the plan proposed by 
Miss Edgeworth, of having the pupils of a country school divided into large 
classes, and appointing particular portions of the day for each classlo come 
to school. Say there are thirty scholars in a school, divided into classes of 
ten each. One class might come at eight or nine o'clock A. M. and remain 
Li fev; hours. After receiving the exclusive r.ttenticn ofthe teacher for two 
hours they might return home and the next class v/ould c. cupy their place 
for a few hours, who should be succeeded by the third class. There is no 
doubt that 'much more knowledge could be acquired in this way, than^ en 
the usual plan of incarceration for the whole day; and the evils of conn:-:^ 
meat and moTral deterioration might be very much avoided^ bcCAU^; Uic 
children would r.gain be under tlie eyes oft-teir parents. 



motto that would direct this part of eur course would be " that no- 
body Jias been tauglit any branch of knowledge ivell, who is not a- 
ble to express his views correctly in a written essay on it." 

.After becooiing acquainted with the alphabet and the manner oi 
forming the letters on a slate, we should follow the plan pursued in 
the oral course, but advance to points untouched in that. We 
would first write down the simplest words and after ascertaining 
ivell their meaning, make short phrases on them, exemplifying their 
use. Not a single ivord should be brought under the notice of the 
pupil which he would not be nvd.de fully to understand. We should. 
at first keep almost exclusively to words denoting malerial objects 
and their qualities. We should then gradually introduce other 
terms, and write phrases on them in the same way ; and thus pro- 
ceed through the whole language. These exercises would per- 
haps occupy two or three years ; from the age of six or seven to 
nine or ten. 

This course of phrases could be made the vehicle of a great nmv. 
ber of facts and principles in natural history, the sciences and tlio 
arts. Our phrases would also become the subjects of a great varie- 
ty of comments forming a series of exercises" of the following kind, 
[ The reader will observe here that we are indebted for some of 
these exercises to a sketch of a system of education by J. Neef j 

At first the pupils should confine themselves to noticing the pro 
perties of the things signified by the words in a phrase ; as for ex- 
ample in the sentence a done sinhs in water : observe the qualities 
of a stone and of water. The reason why it sinks should be left for 
a more advanced part of our course. 

For an evening exercise they shoald write from memory as 
much of their previous day's work as they could remember, and 
have it jevised and corrected the ensuing morning. This would 
improve their memory, and produce a habit of uniting in one act 
ihinkieg and wiiling. It would also teach them orthography iu the 
©nly perfect way in which it can be taught. 

We might next add to the above exercise the practice of naming 
all the parts of any thing mentioned in a sentence ; e. g f have a 
^hot on my foot. Here the shoe would be found to consist of parts 



so 

csiiled the vamp, ihe quartevs, the sole, &.C. , and the foot of the; 
heel, sole, toes, instep, &c. Agaia in the phrase I saw a flower in 
the garden ; the flower might be analysed into the calyx or flower 
Clip, the carolla or floiver-leaves, the "tamens, or chives and the pistil 
or pointal. Simple as this may appear, its effects will be very valu- 
able. It will not only greatly increase their stock of words vnth 
ideas attacked to them, but will also teach them the first elements of 
arrangement in composition. And we all know that to be able to 
classify our ideas and bring them to a certain order under different 
heads is a g'reat acquireoient. 

Their evening exercises should still be continued as before ind if 
they were disposed and able to make phrases of tlieir own, so much 
the better, It is likely however that they would as yet, not attempt 
;t!iis ; for it is a maxim that man must first imitate before he caa 
originate. 

In addition to the last praxis, we would now introduce another, 
which should consist in comparing different objects mentioned in 
a phrase, e. g. ^ dog cats flesh and a cow cats gras9. Here all the 
points of difference and resemblance between a dog and a cow should 
be minutely noticed, both as to their appearance and habits. This 
will :ifford an excellent exercise for strengthening the judgment, 
and with it the powers of attention, or observation and memory.— 
It will also be a great source of relative knowledge, which forms 
the most extensive portion of our scientific acquirements. 

Their attention should next be drawn to notice the uses of things 
and what can be made of them ; or if an organ of some plant or ani- 
mal, to learn its functions. Thus the word iron occurring in a phrase^ 
would lead us to examine its various uses. So the v<rordslcaf, livery 
heart, lungs, should induce us to ascertain that the leaf performs 
the office of a respiratory organ to the jAaiit as the lungs do to an 
animal ; that the liver secretes bile, and that the heart is a muscular 
macbine, which foices the blcod by means of the arteries to every 
part of the body. — It need scarely be observed that tliis pri<xis 
will produce aa immense gain of useful and scientific infor- 
mation 



When we should have progressed for some time in this sort of in- 
quiries, the evening lessons of ihe pupils would no doubt bej;iu to as- 
sume some originality. Their funds augmenting, they would be a- 
ble to bring from their treasures "things new as well as old." — 
These independent efforts will invigorate their minds, while the 
pleasure of originating something of their own, will stimulate exer- 
tion, and the march of mind will be marked by a firm and steadily 
progressive sicp. They will become conscious of their own powcra 
and feel delighted with the exercise of them. They will be daily 
more and more able to associate their thoughts with their pens as 
Tvell as with their tongues. 

After some time wo should add another mode of arresting atten- 
tion to the words in a phrase, and that would be to classify every 
word that is capable of it, uniler that science or branch of science 
in which we may find a history of it. This we shall take the li!)er- 
ty of calling the art of parsing words into their sciences. Thus 
dogy horse, gnat, should be transferred to zoology, as the depart- 
mept whicli gives them their general arrangement. The gnat 
would afterwards be found to come under another division denomi- 
nated entomology : To thi3 branch Avould be referred such words 
as larva, aurelia, chrysalis, Sec. as forming a part of its terminolog}'. 
Horse and dog would be placed under mammalia or quadrupeds. — 
The woi'ds limestone, gijpsum, luakr, diaraond will be referred to 
mineralogy for their classification, and to chemistry for an analysis 
of their properties. To this latter science the terms oxxjdalion, com- 
hnstlon, fermentalion, chrystallization, &c, will also be placed under 
it, as constituting a part of its nomonclature. The words honcy 
muscles, heart, brain, &c will come under anatomy foi' a descrip- 
tion of them, and under physiology for an accouit of (heir functions. 
Mountain, rocJc, river, quarrij, mine, pebble, &c. &c. will be refeired 
to geology for scientific conjectures respecting their formation, con- 
nect! )ns&.c. ^0 plant, grass, apple, pear, peach, cabbage, potctloc, 
'wheat, &c. will come under botany as the broncii of natural history 
■Tvhich gives them their proper clans, ord-er, genus, &c. 'n thi3 
manner all the various divisirms of physical and metaphysical sci- 
ence siiall have their subjects and their terms identified. Various 
modes of classifying animals and vegetable* should be pursued ; hv\ 
^ D 



the classification of Linnaeus as being the most generally usecl should 
be especially attended to. The arrangements of Cuvier in the 
animal, and Jussieu in the vegetable kingdom, would form an a- 
greeable variety, at the same time that they would prevent the pu- 
pil from imbibing an improper prejudice in favor of any classifica- 
tion, seeing that they must all in many respects be very imper- 
fect. 

One advantage accruing from this mode of parsing words into 
their sciences, will be that our pupil shall be able to tell in what 
science he mav look for the investigation of any subject of enquiry. 
But this is not ail : the plan admits of such an extension as to be- 
come a perfect means of ascertaining the general and specific divi- 
sion of every branch of human knowledge. Say the word insect is 
the subject of tittention, let him make out a list of all the insects he 
can readily recollect. If the word metal, make a catalogue of themp 
and arrange them in their orders and genera. Afterwards 
descend to a more speeifiq course and treat them in the same 
way. 

It may be objected by some, that the knowledge gained in this 
way would not be deep nor extensive. This objection Is plausible, 
and, in some measure, true. Scholars of eight or ten years of age 
would not possess as profound views of each science as the adept 
who had made it for years his study. This is neither intended nor 
expected to be done. But they will have the keys of knowledge, 
and will have fully come up to Locke's opinion of this matter, 
where he says, " that youth should early be aiForded a general view 
of all, the divisions of human knowledge, as well that they may apply 
themselves to that which may thereafter suit their turn best, as that 
they may see the connexion and harmony of all the sciences." — 
But every cavil will vanish, when it Is known that all this is merely 
a preliminary exercise to a course of scientific reading, that is to be 
prosecuted after our scholars are conducted through the English 
language. 

Our next exercise might be to notice the words of contrary mean- 
ing to the one under consideration, and by this means determine its 
various significations : e. g-finc in the phrases " he is a fine many" 
\' 6he has a fine voice^^'* " that is fine fiour.''^ The oppositQ to fim in 



23 

the first phrase, is mean or bad ; to the second is hoarse or disagree- 
ble ; and to the third is coarse or roKgh. — This little exercise will 
have its use, since it will give an opportunity for observing the man- 
ner in which a word is modified by a literal or metaphorical mean- 
ing, and also for noticing the beauty of any particular figure. 

Another praxis shall be added to the foregoing, which will be, to 
examine the synonymous words of our language, and determine 
the various shades of difference in their meaning. Their use in 
aifording variety of expression, and how the sentence must be 
changed in its arrangement in order to effect this, will also be at« 
tended to. Vagueness in their application must not* be allowed 5 
lest the very copiousness which they give to the language become 
a serious injury, by exciting misunderstandings among those who 
use them incorrectly. — A remark or two of Locke's may be suitably 
introduced here. Speaking of the necessity of understanding th© 
full force of words, he says " the want of a precise signification in 
their words, when men come to reason, especially on mora! matters^ 
is the cause of very obscure and uncertain notions. They use thelr 
undeterniined words confidently, without much troubling their heads 
with a fixed meaning ; whereby, besides the ease of it, they obtaiu 
this advantage, that as, in such discourses, they are seldom in the 
right, so they are as seldom to be convinced, that they are in the 
wrong : it being just the same to go about to draw these persons out 
of their mistakes, v/ho have no settled notions, as to dispossess a vag- 
rant of his habitation, who has no settled abode. The chief end of 
language being to be understood, words serve not for that end when 
they excite not in the mind of the hearer the same idea which they 
stand for in the mind of the speaker." 

In addition to our remarks on variety of expression, we may add 
that it gives an opportunity fov the exercise of discrimination and 
taste. These habits of mind will be cultivated hy separating from 
each word the ideas of which it is not properly the representative ; 
and also by examining which is the most perspicuous mode of ex- 
pressing a sentiment. 

Another attempt at awakening interest might be. made by bring- 
ing forward the practice of ascertaining what is tacitly implied in 
any word, as soaio way conaected cr co-existent with it. E. g; 



24 

the word ihtindcr iierfissarily associates with Its meaning the addi- 
tional idoas of lightnhig, clouds and %uctrm iveather. In the word 
pump, we find the probable associations are, that it is in a well, and 
near a house : But neither of tliese may be true, and the degree of 
truth niust be measured by what is the most usual condition of things. 
IVe sliall therefore divide our ideas of association into necessary, 
:md contingent. — -When we mention the word rooJ\ the imagination 
immediately sets a building under it ; yet the term may be applied 
to the same object entirely separate from any building. Still, where 
there is no direct proof of tht- contrary, the mind rests satisfied 
with the higlicst probability, resulting from the most usual connexion 
4)f things. 

Such exercises as these may appear trivial to some persons ; but 
they do not know how much they strengthen the imaginatioi^;and 
at the same time make it pay homage to the judgment as its mas- 
ter This species of mentiil exercise is in fact the process of in- 
vestigation pursued in all tliose cases where we cannot arrive at 
mathematical certainty. It has been called analogical reasoning 
and pcrliaps correctly. — We read, for instance, that Noah built an 
urk of Gopher wood of great dimensions j our imagination guided 
by judgment may draw a great many curious and highly probable 
inferences respecting the state of the arts among the antediluvians. 
Metallic tools were necessary to the construction of such a building ; 
and the knowledge of various cliemical processes is prc-supposed in 
order lo bring any of the metals into a state in which they may be 
used as instruments. 

Tills praxis Avill be of such great value in reference to the rea- 
sonings oi^ common life, tliat we will venture to place it on a level 
with im'.tliematical researches : and though it does not arrive at the 
same certainty, yet it gives equal exercise to the powers of memory, 
judgment and reasoning, with the most accurate course of gcometri-^ 
cal or algebraical analysis. 

Our next object might bo, to cxainine into the derivation of En- 
glish words, by finding their roots, and investigating the meaning of 
prefixes and affixes. This would afford variety for some time, and 
in many instances give ail opportunity of testing the skill and tasto 
cf the pupil. 



* 'This, or something like it, sliould constitute tlie series of exercis- 
es, which should be incorporated ^Yith our study of the English 
language. We will however mention some others which shall occu- 
py the various intervals that would occur between the regular les- 
sons of the day. These should be mostly of an active or amusing 
land ; such as performing easy experiments in natural philosophy 
and chemistry, the learning the use of the globes, drawing of maps, 
a^d making small surveys of surrounding fields, lots, &c. In addi- 
tion to these, exercises in gardening and some of the mech.anic 
trades should be attended to. Their minds should also be directed 
to make observations on the infinite variety of objects presented to 
them in the great museum of nature. They might be required to 
form smdll collections in natural history for themselves, and be taught 
how to analyse and arrange them. Thus the plants of the fields 
and the woods, the different kinds of clays, stones, &c. that would 
be met with in their excursions, would all afford subjects of inquiij 
•and improvement. 

It is understood that in the whole progress of this scliool course, 
wlien a phrase included any moral sentiment or duly, that it should 
be especially noticed, and its worth proven by its conformity to the 
sacred standai'd of moral truth and reasou. The scriptures should 
not be read bij our scholars, until they have g|one through our course 
of the English language. Bible truths would be given them orally^ 
and there sliould be daily a portion of this book suited to their un- 
derstanding read to them and such comments made theresta as 
might seem proper. The highest veneration should ever be exhib- 
ited for the authority of this code of laws, referring to, and abiding 
l)y its decisions, in all cases of jnoral conduct. 

After understanding our own language well, our next point would 
be to prosecute a coui-se of English reading, and regular composi- 
tion. To this point all our previous lessons have been tending, anC 
to the successful accomplishmen-t of this object all the foregoin*, 
instructions were dengned as preparatory. Here then the antece- 
dent acquirements of the pupil will be brought into action. 

Our reading should consist of a series of works on grammar, tlie 
different branches of natural Iiistory, mathematics, natural philoso- 
phy, chemistry, loglc^ rhetoricj voyages and travcIS; civil history. 



natural theology, moral and political philosophy, mythology, anti- 
quities and a course oPpoetical reading. We would then conclirde 
v.'ith a series of scripture readings, and the evidences of the chris- 
tian religion. 

The time that would be occupied in accomplishing these studies 
might probably be three or four years ; from the age of nine or ten 
lO that ofthirtecn or fourteen. 

Compositions should now be punctually required every morning. 
These should at first be no more than simple descriptions of some 
aiticle in natural history, or some manufacturing process. After- 
wards they should proceed to moral and other subjects, and finally, 
write essays or treatises on every branch of knowledge they have 
passed through. — Here then English education would be consider- 
ed as finished; and they miglit then very profitably enter on a coui'se 
of the learned languages, if thought necessary. 

The advantages of such a plan of education we believe will be an- 
ticipated by every reflecting mind. Our pupils Vt^ould possess an ac- 
quaintance with correct language, and also a considerable mass of 
scientific acquirements. Study would become theirtielight. — They 
would know when language is used rightly, as well as how to use 
it. This is a great blessing in a moral point of viaw ; for it is said 
" by thy words shalt thou be justified, and by thy words shalt thou 
be condemned." Miss H. More also very justly remarks, that, 
" scarcely any one perhaps has an adequate conception how much 
clear and correct expression favours the elucidation of truth ; and 
the side of truth is obviously the side of morals 2 it is in fact one 
and the same cause, and it is of course the same cause with true re- 
ligion also." 

How readily will a pupil, trained on this plan, understand and re- 
member all that he reads : His knowledge of words will have re- 
moved every obstacle in the way of his understanding, and his mem- 
ory will become accurate and retentive, because his views will be 
clear and impressive. Observation likewise will be to him a never 
failing source of pleasure and profit. His senses of seeing, hear- 
ing, &c. will all ajsume their proper offices, and continually supply 
his mind with subjects of knowledge and vellection. — To such a 
scholar the whole creation would be a book. Ev«ry object would 



awaken some useful hint, and if his rriintl should have taken a cor- 
rect moral turn, he would delight in " looking through nature up to 
nature's GOD." 

We fear an idea may have been excited by our remarks that we 
have proven too much ; that it is hot possible that every human be- 
ing can have his faculties equally cultivated ; and that therefore we 
have only given a picture of the gifted fe\y. — We grant that man- 
kind are not all equal in mental endowments ; but we have reasoa 
to believe that the great majorltij are blessed with superior intellec- 
tual powers J and that all that has prevented these faculties from 
developing themselves, has been the irrational mode pursued i;> 
our in{liator\j schools : and that even the duller portion of the human 
race, could their thoughts be traced out carefully, and their minds 
unfolded, would display treasures, which are now concealed from 
their possessors and lost to society. 

We do not lay claim to much originality in our opinions on edu- 
cation ; they may perhaps be properly called old opinions set in c 
new light ; for the most of our notions are either collected from c- 
ther writers or consist of inferences drawn from their general hints. 
Many of our remarks however are the result of considerable obser- 
Tatlon and reflection on the subject of training the youthful mind. 

The authors by whom we have been hiost liberally supplied with 
materials and hints, are Locke and Condillac, some observations 
of Dugald Stewart, and chiefly the views of Pestallozzi as given by 
Neef and others. — These are names that we feel a pleasure in asso- 
ciating with our views. With such able supporters, we are confi- 
dent that such a method of instruction must ultimately prevail. The 
subject must however frequently be brought before the public, m 
all its modifications and bearings. The engine of reform must be 
gradually set in motion, and as skilfully managed in its ex- 
perimenting efforts, or its progress may be long retarded. 

But success will finally attend ihe endeavours of those, who* are 
investigating the laws of mind, and the method of managing them. — 
When we of the present generation, oppressed by the prejudices of 
our ancestors, shall have been borne down the stream of time along 
with our prejudices, a rational system of education may then he- 
C'?me the order of the day.— IJ'be present spelling book system, the 



28 

tinlucky Invention of Ignorant and barbarous times, will then no moro 
paralyse the energies of the youthful mind. 

This is not the enthusiastic expectation of a warm fancy, but the 
sober calculation of moral certainty. Let us but look back at the 
course of improvement in the arts and sciences, foi* the last fifty 
years, and that retrospect will justify our anticipations. — The pro- 
phecy of D.niiel, that " many shall go to and fro and knowledge 
shall increase," has been, and is daily fulfilling. The philosophy 
of mind as well ohnattsr is continually progressing In its researchesj 
and it shall progress until the philosopliic teacher, shall be able to 
apply his principles to the regulation of the tkinking jirocess with much 
the same certainty as tlio mecliaiiician applies the laws of motiou 
to the managemcnl of his engines. — Then will be seen the gigantic 
march of human intellect, advancing in all its majesty. Then will 
mind assert its true prerogatives, and prove its str.pendous supe- 
riority over maL'er by subjugating surrounding nature to its control. 
That knowledge is power, is a maxim even now ; but then and then 
only will the physical world fullr acknowledge the univorsal domin- 
ion of the intellectual ' 



29 



®©sr©iLwiDasr® m®^m, 



However correct we may consider the opinions advanced in tina 
little tract, we are not so sanguine as to suppose, that they will be 
generally approved, much less, that they will be shortly, to any 
great extent, adopted. Custom and prejudice will render most per- 
sons blind to an error, until it has been often presented to their view- 
This is a fact that the history of every improvement in the arts 
and sciences evinces. — The mest then, that is for some years to be 
expected, is, that the public mind should take a direction favorable 
to improvement in the art of communicating knowledge. A ten- 
dency to this is very pei'ceptible at present, in the disposition that 
exists to encourage little elementary works in the different sciencesj 
written in a popular style ; and as the community becomes more en- 
lightened, every subject of knowledge will become more and more 
simplified. The course of elementary instruction will receive a 
thorough examination, and the stricte.')t attention will be paid to the 
manner of beginning to learn. The initiatonj department in our 
schools will be thouglit the most;]important, and be made the subject 
of legislative attention. 

But though these things will certainly take place, yet being a- 
mongthe events of future and distant years, a friend to some of our 
opinions might ask, " whether the present mode of teaching could 
not be so modified as to meet present feelings and prejudices, and 
jiievertheless include in it many of the useful plans which are offeredl 
by the projectors of the day."— -This we think might be done to a 
considerable extent, and by this means pave the way for the adop- 
tion of such other innovations^ as dare not now be more tharn 
named. 

With this rievv we will trace out a middle way, between the ab- 
surd spelling book mode, and that which reason would dictate. Or. 
tthis plan of accommodation we should have to compromise difficult 
ties. The spelling book must of course retain its place by priority 
of possession ; but we shall try to press it into our service by usin^ 
it in a way to which it has not been accustomed. 

" The first lesson of a judicious education" says Godwin " Is, to 
Jp^rn to thinkj to discrimmate, to remember , io eniv.irc/^ The spelling 



so 

books best calculated for producing these effects are such aa gl?? 
children an opportunity of reading as soon as they know a fev/ 
monosyllables. Murray's or Mavor's answer this end best, being 
composed with a view to teach children to read as soon as possible. 
We will now take a child of five or six years of age, who is unac- 
quainted with his letters, and put him through the spelling book in 
our way. — In learning the alphabet, he should be made acquainted 
with only cne letter at a time. This letter should be the" sole sub- 
ject of one or more lessons, until he could recognize it in any part 
of his book. In this way the whole alphabet should be gone 
through ; and would be acquired in less than half the time usually 
employed at it. To attempt to teach a child the whole alphabet 
together is as absurd as it would be to propose teaching a novice the 
first six books of Euclid at one lesson. 

As soon as he could combine two letters and sound them, hie 
should be taught to read. — Reading is no more than sounding cer- 
tain combinations of letters at sight. Every speUing lesson should 
"be thus sounded, after having gone orer it in the usual spelling way, 
and would then form a reading exercise. This would produce a 
facility in reading that would show none of that sleepy monotony to 
be met with, where children are a long time kept at the stupid 
feusiness of first naming letters and then sounding the words. Tho 
scholar would acquire a quickness of sight which will enable him 
to sound the word, by the time another would name one or two of 
its letters. 

We now have our pupil reading, but not ihi7il-ing of what he sounds 
or reads. Our next point and the most needful is to teach him 
io think. For inducing this habit he should give definitions or de- 
scriptions in his own language ©f all the easy words in his lesson, 
with the meaning of which he is acquainted. His errors should be 
corrected, and we should define all the remaining words, themean" 
lug of which he might be able to understand. 

To teach him to remember, he should be required at each suc- 
ceeding lesson to repeat from memory as much of the preceding 
lesson as he could. — He should as soon as possible make oral phras- 
es on all the words in his lesson to exemplify their meaning. And 
"when he had advanced far enough he should get by heart a selec- 
tion of classical Enghsh words with their meanings. On these he 
should write phrases and show how they are apphed in constructing 
sentences. This will teach him to think, to compose and to spell 
"Well, He would also necessarily be led to discriminate and to en- 
quire. These exercises being daily corrected for him, would give 
him ?t -practical knowledge of grammar, which would be the best in- 
troduction to the //ifoj't/. 

Reference to meanings is the main point in a course of Enghsh 
instruction. Without continual explanation, all other exerciges 
are mere $hado%m without substance : an.d the reuiembering of wha* 



31 

is read, is impossible. Butif meanings are attended to, the mind 
will have something to act upon, and will gain strength at every 
step of its progress. 

If our scholar meets with any narrative in the course of his lessons, 
he will be obliged lo write it off from memory as well as to give au 
oral relation of its principal circumstances. 

We should by no means keep our pupil the whole day at so dis- 
gusting a study as his spelling book affords. The same day that he 
begins his alphabet, he should begin arithmetic. Indeed, we 
should feel no qualms of conscience in having him at arithmetic and 
the nomenclature of geometry six months before he is put to his 
letters. 

A class of little boys beginning their spelling book, might learn 
one alphabetic lesson, and then take a lesson in arithmetic on Pes- 
tallozzi's plan, as arranged by W. Colburn ; who has indeed per- 
formed a great public service, in giving to our citizens the only 
simple work on this science, adapted to the faculties of children. — 
Their next lesson miglit be what a child would call a story Icssoti 
in which we should give the whole class a history of s§me natural 
curiosity or manufacturing process, and then require them in their 
turn to relate the same. This would give them an exercise for their 
memory, and teach them the art of expressing their thoughts orally 
in a connected scries. Tliis habit formed thus early, might in 
many instances in after life, bo called into useful exercise. 

As variety is absolutely necessary to the comfortable existence 
of children, their confinement should, never be more than an hour 
at a time, and mostly much less. To give an additional variety to 
their exercises, a lesson or two of vocal music might be introduced 
daily. Children cannot be taught to sing to soon ; for by early ex- 
ercising the muscles of the larynx, they will become capable of 
commanding higher tones during life, than they ever would have 
done without commencing so soon. The effect as respects their 
health would also be beneficial ; for the exercise that singing would 
give their lungs would tend to strengthen their chests, and in a 
great measure secure them against many breast complaints. 

There might be another exercise connected with the spelling 
book course of children, so as to temper a little the mental nausea it 
occasions. This should be a course of experiments of the more ea- 
sy and simple sort, in natural phibsophy and chemistry. — Should 
some be disposed to smile at the idea of children mixing these stu- 
dies with their spelUng book lessons, we would desire them to re- 
flect on the subject a few moments, and we have no doubt they will 
soon perceive that natural philoso^jhy, chemistry, all the portions 
of natural history that a*.iy neighborhood afford, as well as a know- 
ledge of geography from maps, Sec. may all be much easier learned 
py a clnld than its spelling book. If theee sludics; theiv. are not 



3,2 

allowed io precede the spelling course, they ought at least fo accom-- 
vany it. Th<^re would be no need of expensive apparatus to effect 
this ; for most of the experimeiits which elucidate the principles of 
chemistry and mechanical philosophy, could be performed by an 
ingenious teacher, without going farther than the utensils of a 
kitchen. The great laboratory of nature, also, is daily furnish- 
ing us with a succession of experiments, which might be made a 
perpetual source of instruction to a class of pupils 

The arrangement of, our lessons might, with these designs, be 
something like the following-, viz.- First lesson, spelling book ; se- 
cond, arithmetic ; third, histories or story lessons ; fourth, spelling 
book; fifth, arithmetic and nomenclature of geometry ; sixth, 
philosophical and chemical experiments. This series of exercises 
would seeiu't' variety and entertainment, at the same time that they 
would afford instruction on important subjects. 

The musical lesson would be a general one, and might be intro- 
idured ai any time to relieve ennui. 

The method of comparing different objects represented by two 
"iwords should also be pursued ; and most of the exercises which we 
have noticed in the body of this essay might be incorporated with 
the couree of lessons just mentioned. 

By the time a child would get through his speUing book on this 
plan, he would be pretty well qualified fer entering on a course of 
reading, which should consist of a number of small, well written 
works on natural history, geography, chemistry, natural philosophy, 
EngHsh grammar, civil history, &c. &c. 

It is a gratifying circumstance that our book stores are in general 
pretty weil furnished with the means of aiding this plan. A great 
number of excellent little woiks have appeared within ten years 
past, yery well adapted to these views. We will mention a few of 
them, and then conclude our tiresome note. 

As a book of definitions for the use of schools, we have met with 
none that has higher claims to attention than Grimshaw's etymol- 
ogical dictionary. With the exception of a few errors this work 
should be gone through in the way of definition lessons, eonnected 
with the writing of phrases on every word. 

With regard to arithmetic, we have no treatise on it in this coun- 
try, fit for children, excepting W. Colburn's before mentioned. — 
This should be u^ed universally, and may be commenced as soon as 
a child can tell the difterence between three and four. 

In geography we Iiave a superabundance of elementary works, 
mostly very good. The little works of Cummings, Willetts, Wor- 
cester, Morse, &c. answer very well to give a knowledge of the 
rudiments of this interesting and useful branch of study. 

In natural philosophy we have several little treatises ; among the 
best of which are, Blair's grammar of natural philosophy, Joyce's 
scientific dialogues^ and Mvs. Marcet's coaversations en natural 



33 

philosophy. Either of these will afford a pupil a general view of 
this science. 

With regard to chemistry there is no scarcity of elementary 
works. Those best calculated for children are Blair's grammar of 
chemistry by Comstock, BIrs Marcet's conversations, and Parke's 
rudiments. These give a very interesting view of this fascinating 
and valuable science. 

In natural history we have no work adapted to the use of schools. 
Bingley's three volumes entitled " Useful knowledge," are a judi- 
cious selection of some of the most useful points of information in 
zoology, botany and mineralogy. As preparatory to that branch of 
natural history which treats of animated nature, we have no popu- 
lar treatise on physiology and comparative anatomy. This is a de- 
sideratum, and ought to be supplied by some able hand. Vegetable 
physiology is also neglected in our popular works on the vegetable 
isingdom. — Geology and mineralogy have not been treated in such 
a way as to render them accessible to the children composing our 
schools. The advantages resulting from acquainting children early 
with these branches of human knowledge, are incalculable. — Were 
every child, while going to school, taught to analyse all the minerals 
in the neighbourhood, and informed on those points of geological 
connexion which obtain between the strata of different minerals, dis- 
coveries the most invaluable to society might be made, even during 
the rambles of our school boys ; and much more so after self inter- 
est shoultl have spurred on curiosity in its researches into our 
hills and mountains. 

On English grammar we abound in compilations, travesties, &c. 
written by wise and ignorant, competent and incompetent. Mur- 
ray or Ingersoll for common views of practical grammar are the 
best ; doctors Webster, Wilson and Gray for curious and uncommon 
views on this subject. Webster's philosophical grammar of our 
language is a very useful work, and ought by all means to be read. 
It is an extension of the curious and interesting researches of Home 
Tooke in his work called " The diversions at Parley." 

In civil history, we have a number of treatises, intended for 
schools. Ty tier's elements, as a general introduction, is perhaps 
as unexceptionable as most of them. 

On the history of particular nations, Grimshaw's and Goodricli's 
United States, Grimshaw's England and Rome, Goldsmith's Greece 
and Bigland's France, may give a scholar all that is necessary to be 
known before the age of fifteen. 

Either succeeding or united with the study of history, a pupil 
should get by rote, the constitution of the United States, the con- 
stitution of his own state, and the declaration of independence. He 
should also read some small work on poUtical economy and moral 
science. 

Some small work on heathen mythology, should also be read to 



34 

prepare a scholar for reading poeti-y with satisfaction. Boyse'd. 
Pantheon, is a good school book of this kind. Tooke's Pantheon 
for the use of schools, is exceptionable from the want of a proper 
delicacy of language. The plan and general execution of the work 
is good, and there has been an altered and expurgated edition pub- 
lished by E. Cole of the city of Baltimore, that merits attention. — 
Tooke's colloquail style is changed to the narrative, which is a 
change for the worse ; but the other improvements are such as to 
put it before all other editions of tliat work for schools. 

After going through the preceding course a boy of fourteen or fif- 
teen years of age would be able to read with satisfaction by himself 
a course of the English classics in prose and poetry, and might ac- 
complish something like a good English education.— Though it 
would still be defective in many respects, yet it would certainly 
be superior to the grade of English education commonly met with. 

Much more remains to be said on this very extensive subject, 
but lest we should exhaust the reader's patience by any farther de- 
tail of oi'r singular notions, we will at present conclude with re- 
questing him '• to think on these things.'^ 




Page 9, (note) ,liiie 5, for ".teaching than" reatl, teaching, 
longer than — 

Page 10, (note) fn"> I""'-' for "Thoughout" read, Through" 
out — 

Pago 19, line 32, for '• tliinkieg" reati, thinking — 

Page 21, line lOj'^for " with pens" read, with their pens-— 

Page 26; line If?, for " Hove tb^n" yo^cl. H<^-o ^iir.;.. — 



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